ELL English Vertical Alignment.xls - Wikispaces

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Objective              Immersion                  Beginning                  Intermediate

Student will           Say the alphabet. Name     Say the alphabet. Name
demonstrate            upper and lower case       upper and lower case
knowledge of           letters out of sequence.   letters out of sequence.
English alphabet.      Write upper and lower      Write upper and lower
                       case letters in            case letters in
                       manuscript. Distinguish    manuscript. Distinguish
                       between vowels and         between vowels and
                       consonants.                consonants.

Student will           Pronounce the individual Pronounce the individual     Use sound/symbol
discriminate among     sounds of the alphabet.  sounds of the alphabet.      association to read level-
and reproduce the      Begin to make            Begin to make                appropriate reading
sounds of English      sound/symbol             sound/symbol                 materials.
with appropriate       associations beyond      associations beyond
intonation and         individual letter sounds individual letter sounds
inflection.            (diagraphs and blends).  (diagraphs and blends).
                       Begin to integrate       Begin to integrate
                       sound/symbol             sound/symbol
                       associations to read     associations to read
                       words, phrases, and      words, phrases, and
                       simple sentences.        simple sentences. Use
                                                association to read level-
                                                appropriate reading
Student will          Follow left to right and  Follow left to right and     Know the difference
understand and        top to bottom.            top to bottom.               between isolated
demonstrate           Understand one-to-one Understand one-to-one            sentences and a
knowledge about       correspondence or word- correspondence or word-        paragraph.
English print.        to-word matching.         to-word matching.
                      Know the difference       Know the difference
                      between a letter, word    between a letter, word
                      and sentence.             and sentence. Know the
                                                difference between
                                                isolated sentences and a
Student will          Read and follow single- Read and follow one-           Read and follow two-
participate in        step, written directions. and two-step written         and multiple-step, written
reading activities to Read materials selected directions. Begin to self-     directions. Self-select
acquire and deliver by the teacher. Begin to select level-appropriate        level-appropriate
information.          read and follow simple    materials. Read level-       materials. Read level-
                      commands and              appropriate materials at     appropriate materials at
                      directions on tests and an appropriate rate with       an appropriate rate with
                      assignments.              emerging intonation.         proper phrasing and
                                                Read and follow simple       intonation. Read and
                                                commands and                 follow directions on tests
                                                directions on tests and      and assignments.
Student will         Begin to comprehend    Comprehend materials         Begin to comprehend
demonstrate English                         at literal level. Show
                     materlas at a literal level                         material at inferential
comprehension in a   by answering basic     comprehension by             level. Show
variety of ways.     questions (simple      beginning to distinguish     comprehension of level-
                                            between relevant and
                     response, point to, find,                           appropriate subject
                                            irrelevant information.
                     yes/no, either/or). Begin                           matter by answering
                     to show comprehension  Show comprehension of        comprehension
                     of level-              level-appropriate subject    questions. State the
                     appropriatesubject     matter by completing         main idea of level-
                     matter by completing   structured activities        appropriate material.
                     structured activities  (dialogues,
                     (retelling, simple     summarizing, graphic
                     response, role play,   organizer) with teacher
                     illustration, collage).assistance. Restate or
                                            rephrase information
                     Sequence a picture story
                     to demonstrate         about level-appropriate
                     comprehension.         materials.
                                            Identify story elements
Student will acquire Identify characters in a                            Read and study
knowledge of         story. Understand the  such as characters,          additional genres such
various genres and difference between       setting, plot, problem       as poetry, drama, and
literary forms.                             and solution (conflict).
                     fiction and non-fiction.                            prose with support.
                     Begin to distinguish   Begin to read and            Begin to use facts to
                     between fact and       understand the genres        support opinions.
                     opinion.               of fiction and non-fiction
                                            with support.
                                            Distinguish between fact
                                            and opinion.
Students will        Introduce conflict,    Begin to identify setting    Identify setting and
acquire knowledge imagery through the five and rhyme. Introduce          rhyme. Begin to identify
of literary          senses, words that are alliteration, metaphor,      alliteration, metaphor,
vocabulary for the   sounds (ex. hiccup,    simile, conflict, poetry     simile, poetry form
purpose of analyzing buzz), setting, theme, form (stanza and line),      (stanza and line),
literature.          symbolism, and rhyme. imagery through the five      conflict, theme, plot
                                            senses, words that are       development, and
                                            sounds (ex. hiccup,          symbolism.
                                            buzz), theme, plot
                                            development, and
Student will          Read word by word (one- Read word by word (one- Self-correct when
effectively apply a   to-one correspondence). to-one correspondence). reading does not make
variety of reading    Begin to use picture      Begin to use picture      sense. Begin to use
strategies for        clues, text patterns, and clues, text patterns, and strategies during reading
comprehending a       phonetic knowledge to     phonetic knowledge to     (meaning and visual
wide range of         read. Recognize prefix read. Make meaningful cues, self-correction, re-
reading materials.    and suffix patterns in    substitutions and begin reading, etc.) to improve
                      words. Begin to           to self-correct when      comprehension. Begin
                      understand words have reading. Use pre-             to understand roots,
                      syllables.                reading strategies (prior prefixes, and suffixes to
                                                knowledge, previewing improve comprehension
                                                pictures, and purpose) to and fluency. Continue to
                                                improve comprehension. syllabicate words to
                                                Begin to learn the        improve comprehension
                                                meaning of simple         and fluency.
                                                prefixes and suffixes in
                                                context. Begin to
                                                syllabicate words to aid
                                                in decoding and fluency.

Student will          Begin to use basic         Begin to use strategies    Use strategies such as
effectively apply a   strategies such as         such as re-reading,        re-reading, checking for
variety of reading    previewing, making         checking for               comprehension, context
strategies for        predictions, retelling,    comprehension, context     clues, summarizing,
selecting and         summarizing, key           clues, summarizing,        compare and contrast,
interpreting a wide   words/main ideas,          compare and contrast,      reading for details, and
range of reading      making connections, etc.   reading for details,       retelling, etc. with
materials.            with support. Begin to     retelling, summarizing,    support. Identify topic,
                      identify topic, and main   etc. with support.         and main idea
                      idea with assistance.      Identify topic, and main   independently.
                                                 idea with assistance.
     Advanced                 Literature & Composition

     Read and follow multiple- Read and follow multiple-
     step written directions.  step written directions.
     Begin to self-select      Self-select grade-
     grade-appropriate         appropriate materials.
     materials. Begin to read Read grade-appropriate
     grade-appropriate         materials at an
     materials at an           appropriate rate with
     appropriate rate with     proper phrasing and
     proper phrasing and       intonation.
Comprehend materials        Comprehend material at
at inferential level.       a critical level. Show
Show comprehension of       comprehension of grade-
level-appropriate subject   appropriate subject
matter by reconstructing    matter by analyzing,
the information in an       synthesizing, and
organized and detailed      evaluation. Summarize
way. Summarize              grade-appropriate
important ideas of level-   material.
appropriate materials.

Read and identify a         Read and identify a
variety of genres with      variety of genres
support.                    independently. Use a
                            combination of facts and
                            opinions to support or
                            defend a point of view.

Begin to analyze setting    Analyze alliteration,
and rhyme. Identify         metaphor, simile,
alliteration, metaphor,     conflict, poetry form,
simile, conflict, poetry    setting, theme, plot
form, conflict, theme,      development,
plot development, and       symbolism, and rhyme.
symbolism. Begin to         Identify assonance,
identify personification,   personification,
onomatopoeia, point of      flashback, oxymoron,
view, and mood.             onomatopoeia, point of
Introduce assonance,        view, and mood.
flashback, and              Introduce consonance
oxymoron.                   and allusion.
Begin to incorporate pre-   Incorporate pre-reading,
reading, during-reading,    during-reading, and after-
and after-reading           reading strategies to
strategies (retelling,      improve comprehension.
checking for                Transfer knowledge of
understanding, etc.) to     roots, prefixes, and
improve comprehension.      suffixes to comprehend

Begin to select and use     Select and use
appropriate reading         appropriate reading
strategies                  strategies for the
independently.              material/context.
                                                           Writing Alignment
Objective         Immersion                    Beginning                    Intermediate

Style & Form      Write to a prompt that is    Write a paragraph in         Write multiple
                  supported by a picture.      response to a variety of     paragraphs in response
                  Write with correct           prompts using                to a variety of prompts
                  orientation fo paper, use    appropriate styles           using appropriate styles
                  correct formatting for       (narrative, expository,      (narrative, expository,
                  writing an address, use      persuasive, journaling,      persuasive, journaling,
                  proper indentation, use a    review of fiction, review    review of fiction, review
                  notebook for journaling,     of nonfiction, thank you     of nonfiction, thank you
                  and label assignments        note, letter of complaint,   note, letter of complaint,
                  with name, date, and         and a formal e-mail).        and a formal e-mail).
                  assignment title. Write      Begin to use main idea       Begin to use proper and
                  complete sentences with      and supporting details.      consistent verb tense.
                  capitals and periods.        Begin to use proper and      Begin to write
                  Use writing implements       consistent verb tense.       introduction, body, and
                  properly. Begin to use                                    conclusion paragraphs.
                  English phonology to                                      Begin to use main idea
                  determine spelling.                                       and supporting details.
                                                                            Begin to use transitions.
                                                                            Use proper and
                                                                            consistent point of view
                                                                            and verb tense.

Writing Process   Introduce the writing        Introduce the writing        Begin to use the writing
                  process. Use a variety       process. Use a variety       process to generate
                  of graphic organizers to     of graphic organizers to     longer writing.
                  plan for writing. Begin to   plan for writing. Begin to   Independently select
                  write first and second       write first and second       from a variety of graphic
                  drafts to improve writing.   drafts to improve writing.   organizers to plan for
                                                                            writing. Write first and
                                                                            second drafts to improve
                                                                            writing. Students will
                                                                            begin to use the peer
                                                                            editing process.
                                                                            Students will begin to
                                                                            critique writing to
                                                                            improve content, word
                                                                            choice, and
Research   Introduce students to the   Introduce students to the   Students will
           research process.           research process.           demonstrate knowledge
           Research a topic using      Research a topic using      of the research writing
           print, reference, and       print, reference, and       process. Research a
           electronic resources.       electronic resources.       topic using a variety of
           Introduce students to       Introduce students to       print, reference, and
           bibliography. Introduce     bibliography. Introduce     electronic resources.
           students to plagiarism.     students to plagiarism.     Begin to evaluate
                                                                   reliability of sources.
                                                                   Begin to summarize
                                                                   information, write
                                                                   notecards, write
                                                                   bibliography or works
                                                                   cited, and understand
         Advanced                     Literature & Composition

         Begin to write five-         Write five-paragraph
         paragraph essays in          essays in response to a
         response to a variety of     variety of prompts using
         prompts using                appropriate styles
         appropriate styles           (narrative, expository,
         (narrative, expository,      persuasive, journaling,
         persuasive, journaling,      review of fiction, review
         review of fiction, review    of nonfiction, thank you
         of nonfiction, thank you     note, letter of complaint,
         note, letter of complaint,   cover letter, job
         and a formal e-mail).        application, resume, and
         Use proper and               a formal e-mail). Use
         consistent verb tense.       proper and consistent
         Write introduction, body,    verb tense. Write
         and conclusion               introduction, body, and
         paragraphs. Use main         conclusion paragraphs.
         idea and supporting          Independently use main
         details. Use transitions.    idea and supporting
         Use proper and               details. Use transitions.
         consistent point of view     Use proper and
         and verb tense.              consistent point of view
                                      and verb tense.

         Use the writing process      Use the writing process
         to generate longer           to generate longer
         writing. Independently       writing. Independently
         select from a variety of     select from a variety of
         graphic organizers to        graphic organizers to
         plan for writing. Write      plan for writing. Write
         first and second drafts to   first and second drafts to
         improve writing.             improve writing.
         Students will use the        Students will use the
         peer editing process.        peer editing process.
         Students will critique       Students will critique
         writing to improve           writing to improve
         content, word choice,        content, word choice,
         and organization.            and organization.
Students will              Students will
demonstrate knowledge      demonstrate knowledge
of the research writing    of the research writing
process. Research a        process. Research a
topic using a variety of   topic using a variety of
print, reference, and      print, reference, and
electronic resources.      electronic resources.
Evaluate reliability of    Evaluate reliability of
sources. Summarize         sources. Summarize
information, write         information, write
notecards, write           notecards, write
bibliography or works      bibliography or works
cited, and understand      cited, and understand
plagiarism.                plagiarism.
                                                                                Writing Rubric
                                Entry                  Immersion                        Beginning
Ideas & Content      Meaning is extremely       Begins to convey                Conveys meaning; topic
                     simplistic or unrelated to meaning; may be                 is beginning to be
                     prompt.                    simplistic and or unclear       defined but lacks an
                                                and loosely related to          overall sense of
                                                the prompt.                     purpose; some ideas
                                                                                may not be related; may
                                                                                be random or under

Organization         Lacks organization;            Written as a series of      Includes at least a single
                     writing may appear in          sentences that resemble     paragraph; may lack a
                     the form of a list, start at   paragraph form but may      strong topic sentence or
                     the wrong place on the         not include the elements    conclusion; supporting
                     page, move in the wrong        of a paragraph (topic,      sentences may be
                     direction or return-sweep      supporting and              unrelated or loosely
                     at inappropriate times.        concluding sentences).      related to the topic
                                                                                sentence; reader may
                                                                                have to fill in gaps;
                                                                                portions of writing may
                                                                                be incoherent.

    Word Choice      Consists of a list of  Limited to basic survival Limited to expanded
                     isolated letters or    vocabulary,               level-appropriate
                     memorized sight words. environmental print or    vocabulary.
                                            high frequency words.

  Sentence Fluency   Lacks any observable           Limited to patterned        Includes the use of
                     sentence structure,            sentences or simple         conjunctions to form
                     paper is blank, writing is     sentence constructions;     compound sentences;
                     in the form of a picture,      sentences may not flow      sentences are beginning
                     writing is copied, writing     together or be related to   to flow together to
                     is not in English or is        one another; includes       develop the
                     written as a list of           fragments or run-ons.       ideas/content; writing
                     isolated letters and or                                    may still include
                     words.                                                     patterned beginnings,
                                                                                fragments, or run on
Conventions   Lacks observable use of     Limited use of              Numerous errors in
              conventions because         conventions; sentences      conventions causing
              writing is so simplistic;   may be so simplistic or     diminished
              not written in sentence     patterned that few errors   communication or
              form.                       in conventions can          confusion or sentences
                                          occur; or errors may        are still so simplistic and
                                          severely diminish           patterned that few errors
                                          communication; may          in conventions can
                                          lack awareness or           occur; shows awareness
                                          control of verb tenses.     of different verb tenses
                                                                      although may still lack

Voice         Voice may not be heard      Voice may not be heard Meaning is extremely
              due to limited English      due to limited English simplistic or unrelated to
              vocabulary and              vocabulary and         prompt.
              proficiency.                proficiency.
riting Rubric
                      Intermediate                   Advanced                 Lit. & Comp.
                Meaning is clear most of     Meaning is clear and       Meaning is clear,
                the time; topic is defined   purposeful; topic is       purposeful and focused
                but support may be too       defined; support is        including relevant,
                broad or loosely related     established yet details    original and insightful
                making purpose unclear,      may not be fully           details that clearly
                writing is vague at times.   developed and/or           support the development
                                             relevant.                  of the prompt.

                Written in paragraph         Includes multiple          Includes multi-paragraph
                form; each paragraph         paragraphs that follow     organization in which
                includes a topic             paragraph form;            ideas, sentences, and
                sentences, supporting        sentences and              paragraphs are well-
                sentences and                paragraphs are well        organized, developed
                concluding sentence;         organized and              and clearly connected to
                may include patterned        connected; ideas           the effective use of
                transitional elements        logically lead to each     transitional elements
                between paragraphs;          other; writing may still   among paragraphs.
                ideas and details are in     lack effective use of
                logical order; writing may   transitional elements
                not transition smoothly      between paragraphs.
                between paragraphs.

                Includes use of              Vocabulary is varied and   Vocabulary is at near-
                expanded vocabulary          beginning to show use of   native English level
                learned from a variety of    idioms, similes, and/or    including the use of
                sources.                     metaphors to engage        idioms, similes, and/or
                                             the reader.                metaphors to make the
                                                                        writing engaging and

                Begins to include the        Includes a variety of      Includes a combination
                use of transitions to        sentence constructions     of simple, compound,
                connect ideas and            that vary in length;       complex sentences that
                sentences; writing           sentences are              are well-designed and
                includes some complex        developed and              connected through the
                sentences; sentence          connected through the      sophisticated use of
                beginnings are starting      appropriate use of         transitional elements
                to vary in form.             transitions.               between sentences.
Mastered simplistic         Errors in conventions      Errors in conventions
conventions (capitals,      seldom diminish            are acceptable for a first
periods, question marks,    communication though       draft writing and do not
etc.) may include several   may continue to occur;     impede meaning; writing
errors in more complex      writing is beginning to    shows control of most
conventions (dialogue,      show a range of control    standard English
subject-verb agreement,     over the use of standard   conventions; shows
tenses, etc.) that          conventions; beginning     control over a range of
sometimes diminish          to show control over a     verb tenses.
communication may           range of more
cause portions of writing   sophisticated verb
to be confusing; shows      tenses (perfect tenses,
control of basic verb       modals and passive).
tenses (present, past
and future).

Signs of voice are          Signs of voice are         Voice is heard; writing
beginning to emerge;        emerging; portions may     contains personal style
voice may not match the     not match the purpose of   that most often matches
purpose of writing.         writing.                   purpose for writing.
                                               Academic Skills
Immersion and Beginning
Hold and manipulate writing tools correctly.

Copies letters and words correctly.

Alphabetize words.

Locate words in a dictionary.

Locate words, phrases, and sentences in a printed text.

Classify objects and words into categories.
Organize information in sequential order.
Understand cause and effect relationships.
Know the location and checkout procedures of the school
media center.
Identify parts of a book (cover, title, author, illustrator,
pages, spine).
Use maps, globes, diagrams, and charts in structured
Use graphic organizers to comprehend information in
structured activities.
Use computers as part of language acquisition activities.

Write dictated sentences.
Is familiar with a variety of testing forms and strategies
(true/false, multiple choice, matching, short answer, etc.).

Use parts of a text to locate information (paragraphs,
headings, subheadings, bold print, etc.).
Locate and use materials from a variety of media sources
(newspaper, dictionary, encyclopedia, thesaurus, atlas,
internet, etc.).
Identify glossary, index, table of contents, copyright date,
and publisher.
Write for a variety of social purposes (phone messages,
invitations, thank you notes, cards, letters).
Participates in teacher-directed five step writing process
(brainstorming, rough draft, revision, editing, and
Write a report using one source.
Academic Skills
       Intermediate, Advanced, and Literature & Composition
       Use dictionaries, glossaries, and other resources to clarify
       word meaning.
       Use parts of a text to locate information (glossary, index,
       table of contents).
       Organize information by sorting, classifying, naming,
       relating, observing, and measuring.
       Organize information in order of importance or by priority.

       Interpret and analyze information about maps, globes,
       diagrams, and charts.
       Generate graphic organizers.
       Take notes (list, web, outline, etc.).
       Analyze cause and effect relationships.
       Organize information by comparing and contrasting.

       Use media resources to find and present information and
       accurately cite sources.
       Use a thesaurus to acquire new vocabulary (synonyms,
       antonyms and homonyms).
       Uses the five step writing process (brainstorming, rough
       draft, revision, editing, and publishing).
       Write a report using and citing multiple sources.

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